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Resources and Contacts

One of the tenets underlying the recommendations in Blueprints is the good ideas should be replicated. Rather than reinventing programs in thousands of places, systemic reform seeks to bring efficiency into the educational system, building on quality work where it exists. As the Project 2061 staff prepared the Blueprints chapters, it was apparent that many exemplary programs and projects related to reform were already underway.

To assist Blueprints readers in their own efforts to improve mathematics, science, and technology education, we have included in the Resources section a selected list of programs and projects mentioned in the chapters, as well as others that are especially relevant and/or noteworthy. Most of these programs are national in scope and outreach, making it possible for individual schools or districts to adapt their materials or strategies.

The Blueprints chapters represent the variety of disciplines and organizations that are involved in reform. As reform in science, mathematics, and technology education has progressed over the past decade, scores of groups and organizations have become prominent. The Contacts section provides information on selected national organizations, agencies, and programs that are key players in science, mathematics and technology education, or in education reform.

Although it was beyond the scope of this work to identify all projects and groups that are dedicated to reform, the Resources and Contacts are a starting point for those seeking more information. As with the Blueprints chapters themselves, these lists are a work in progress, and Project 2061 welcomes your additions and updates.


Accelerated Schools Project
The Accelerated Schools Project was designed to improve schooling for children in at-risk situations. Each school uses three principles-unity of purpose, empowerment coupled with responsibility, and building on the strengths of all members of the school community-to develop and work toward its own specific goals. Instead of placing at-risk students into remedial classes, accelerated school communities-staff, parents, administrators, students, and local community members-provide them with the types of challenging activities that are generally reserved for gifted students. Members of the school community encourage students and teachers to think creatively, explore their interests, and achieve at high levels. Accelerated schools seek out, acknowledge, and build on every child's natural curiosity, encouraging students to build knowledge and develop complex reasoning and problem-solving skills through exploration and discovery and by making connections between school and home activities. More than 700 schools in 38 states are affiliated with the Accelerated Schools Project.

National Center for the Accelerated Schools Project
Stanford University
Stanford, CA 94309-3084

Access Science
Access Science is a project of the National Easter Seal Society (NESS). Funded by the National Science Foundation, Access Science was developed in collaboration with the American Association for the Advancement of Science. Children with disabilities and their families gather in monthly workshops to conduct hands-on science activities and to test and suggest adapted equipment for each activity so that every child can participate. Access Science introduces children to role models with disabilities who are professionals in science, math, and technology fields who describe the career opportunities that are available to them.

Marilyn Hamper
Access Science Project Manager
National Easter Seal Society
230 West Monroe
Suite 1800
Chicago, IL 60606

Alliance for Technology Access
Making technology a regular part of the lives of people with disabilities is the goal of the Alliance for Technology Access. The Alliance works to increase the awareness, understanding, and implementation of assistive technologies. More than 40 community-based technology resource centers and 70 technical designers and developers comprise the Alliance for Technology Access. Based on a spirit of collaboration and partnership, the Alliance is run by children and adults with disabilities, their families and friends, teachers, service providers and employers. The Alliance partners with industry, such as IBM and Mattel Foundation to expand the possibilities of integrating students with disabilities into educational settings where they can use computers and other technology to learn.
Russ Holland, Executive Director
Alliance for Technology Access
2173 East Francisco Boulevard
Suite L
San Rafael, CA 94901

ASPIRA Mathematics and Science Academy
Working primarily with Puerto Rican and other Latino middle-school students, the ASPIRA Mathematics and Science Academy (MAS) strives to increase the interest and skills of underrepresented students in mathematics and science. In Spanish, mas means plus or more; ASPIRA believes that all children should have more access to the adequate academic environment and social support they deserve, especially in science and mathematics. MAS offers a computer learning lab for students, after-school tutoring and homework monitoring, seminars about the importance of parental involvement in mathematics and science, field trips to various facilities that employ scientists and mathematicians, and summertime activities and seminars for students. ASPIRA has established MAS academies in Chicago, Illinois and Bridgeport, Connecticut.

Hilda Crespo,
Interim National Executive
1112 16th Street, NW
Suite 340
Washington, DC 20036
FAX: 202/223-1253


Blue Ribbon Schools Program
The Blue Ribbon Schools Program identifies and nationally recognizes a diverse group of public and private elementary and secondary schools that are unusually effective in meeting local, state, and national education goals and in educating all of their students. The program aims improve schools through the collaborative self-evaluation that is required of participating schools and to encourage the pursuit of excellence by providing national recognition. A review panel composed of school educators, college and university faculty, state and local government officials, school board members, and community members selects Blue Ribbon schools. Their criteria include the candidate schools' leadership; teaching environment; curriculum and instruction; student environment; parent and community support; organizational vitality; student performance on measures of achievement; daily student and teacher attendance rates; students' postgraduate pursuits; and student, staff, and school awards.

U.S. Department of Education
Recognition Division
Washington, DC 20208-5645

The Business Round Table Education Initiative
In 1989, the Business Round Table (BRT) undertook a 10-year effort to promote the nationwide systemic reform of public schools. The BRT and its member companies work with governors, chief state school officers, and business and educational organizations to create comprehensive reform strategies in all 50 states. The Essential Components of a Successful Education System is a nine-point agenda for educational reform that is based on the belief that all children can and must learn at increasingly higher levels.

The Business Round Table
1615 L Street, NW
Washington, DC 20036

Closing the Gap
Exploring the use of microcomputers as personal and educational tools for people with disabilities, especially students in K-12, Closing the Gap is a cutting-edge newsletter that comes out six times a year. This publication includes practical computer application, software reviews, and related news and information with and emphasis on special education. Closing the Gap sponsors an annual conference featuring a wide range of workshops and seminars on microcomputers and their applications.

Closing the Gap
P.O. Box 68
Henderson, MN 56044

The Coalition of Essential Schools
The Coalition of Essential Schools is a school-university partnership that redesigns American high schools to improve student learning and achievement. The Coalition of Essential Schools offers no specific model or program for schools to adopt; however, each school uses the project's nine common principles to redesign its structure and practices and to develop programs that best serve its own students, faculty, and community. The Coalition of Essential Schools provides professional development activities and programs for faculty members and develops seminars and workshops to promote and support change. The project includes more than 230 member schools in more than 30 states, with an additional 250 schools in the planning stages and 530 schools in the exploratory stage.

Carrie Holden, Schools Coordinator
Coalition of Essential Schools
Box 1969
Brown University
Providence, RI 02912

Comer School Development Program
In keeping with the African proverb that it takes a whole village to raise a child, the Yale Child Study Center Team in New Haven, Connecticut developed a program in 1967 that employs a systemic approach to parent involvement in public schools. By bringing together educators, parents, and community members as a school-based team, the School Development Program helps build meaningful parental involvement into the culture of the school. A school management team of parents and teachers sets objectives and strategies regarding school climate, academics, and staff development. Parents develop workshops for parents, become actively involved in tutoring, help teachers plan and implement the school's social calendar, and serve as classroom assistants. The School Development Program has been adopted by more than 600 schools in 21 states and the District of Columbia.

Cynthia Savo
School Development Program
53 College Street
New Haven, CT 06510


Council of the Great City Schools
The Council of the Great City Schools is a coalition of more than 50 of the nation's largest urban public school systems that works to promote urban education through legislation, research, media relations, management, technology, and special projects. The Council serves as the national voice for urban educators and provides a vehicle for them to share information about promising practices and address common concerns.

Urban Education Service Corps
The Urban Education Service Corps seeks to enhance the educational achievement of inner-city students by using national service to improve teacher recruitment and professional development. The Urban Education Service Corps builds on existing partnerships between public school systems, colleges of education, and community groups in Philadelphia, Long Beach, Omaha, Denver, and Toledo. Each local partnership addresses school issues by broadening the range of school services to increase educational achievement for students in urban schools who lack basic academic skills; expanding and diversifying the pool of teachers for urban schools; and enhancing the skills of AmeriCorps members in community service, civic responsibility, and training future teachers.

Shirley Schwartz
Renee Carr
Council of the Great City Schools
1301 Pennsylvania Avenue, NW,
Suite 702
Washington, DC 20004
FAX: 202/393-2400

Urban Education Technology Forum
The Urban Education Technology Forum (The Forum) is a partnership between the Council of Great City Schools and selected businesses and institutions. The Forum addresses outreach assistance, information exchange, cooperative program design and development, and discussions of critical issues and concerns related to applying technology to urban education. The Forum's activities are designed to reduce duplication of efforts, reduce costs related to implementing technology in urban schools, share and exchange information, establish joint funding projects, and increase program effectiveness.

Mark A. Root, Manager of Technology and Information Services
Council of the Great City Schools
1301 Pennsylvania Avenue, NW,
Suite 702
Washington, DC 20004
FAX: 202/393-2400

DO-IT (Disabilities, Opportunities, Internetworking, Technology)
The DO-IT Program, funded by the National Science Foundation and located at the University of Washington College of Engineering, introduces high school students with disabilities to college and careers in engineering and science. Students spend two weeks on campus participating in labs in different disciplines and learning how to access information via the Internet. Following the summer program, students communicate with one another and an international network of volunteer mentors using electronic mail. A larger discussion group, "do-itsem," shares information on assistive technology, adapted hardware and software of special value to students with disabilities in precollege and postsecondary settings.

Sheryl Burgstahler
College of Engineering/FH-10
University of Washington
Seattle, WA 98195

Dwight D. Eisenhower Mathematics and Science Education Program
The Eisenhower Program is designed to improve the skills of teachers and quality of mathematics and science instruction in the nation's elementary and secondary schools. The Eisenhower State Grant Program funds opportunities for teacher professional development. The Eisenhower National Program supports innovative projects that are designed to improve the quality of teaching in mathematics and to provide quality instruction to all students.

Eisenhower National Program
U.S. Department of Education
55 New Jersey Avenue, NW
Washington, DC 20208

This project, currently underway in six major school districts nationally, is designed to close the gap in college-going and success rates between non-minority and minority students and advantaged and disadvantaged students. The project seeks to eliminate tracking, set high standards for all students and provide the support to enable all students to reach those standards, and increase students' aspirations to attend college. EQUITY 2000 combines counseling and classroom instructional strategies with teacher preparation to prove that all students can master algebra and succeed in college.

Vinetta Jones, National Director,
The College Board
45 Columbus Avenue
New York, NY 10023

Faith Communities Project
The AAAS Faith Communities Project helps churches across the country incorporate hands-on science, mathematics, and technology activities into their non-religious educational programs. The Faith Communities Project seeks to engage parents and children in hands-on science activities in communities where the church is a central institution. The AAAS assists churches with program planning and implementation, trains church volunteers to conduct hands-on science and mathematics activities, and provides activity manuals and materials to churches.

Sandra Parker or Brenda Files
Education and Human Resources
1200 New York Avenue, NW
Washington, DC 20005
202/326-6783 or 202/326-6682

The EQUALS staff at the University of California's Lawrence Hall of Science developed FAMILY MATH in 1982 to help parents learn the mathematical skills they needed to help their children with their homework. FAMILY MATH's primary aims are to prevent parents from passing negative attitudes about mathematics on to children, help parents familiarize children with the broad scope of mathematics through routine family activities, and teach parents and children to approach mathematics as problem solvers. Through the program's activities, parents learn to stimulate their children's mathematical and scientific thinking in the home just as they foster their children's literacy by reading to them. Communication between teachers and parents in the FAMILY MATH program increases parental interest in improving the mathematics curriculum to prepare all students for high school mathematics.

Jose Franco, Director
Lawrence Hall of Science
University of California
Berkeley, CA 94720
FAX: 510/643-5757


This national outreach program combines teacher inservice education with a family learning program. FAMILY SCIENCE provides opportunities for families to have enjoyable science experiences, relate learning science to future studies and work, and involve parents in their child's science education. The program uses hands-on learning activities to increase the study of science by K-8 students, particularly among female and minority students. FAMILY SCIENCE includes an inservice program that is designed to provide educators and community members with science and career activities, organizational information, and program philosophies.

Peggy Noon, Director
Northwest EQUALS
Portland State University
P.O. Box 751
Portland, OR 97207
800/547-8887 ext. 3045
FAX: 503/725-4838

Full Option Science System
The Full Option Science System (FOSS) is an elementary school science program that was designed to meet the challenges of providing meaningful science education for all students in diverse American classrooms and preparing them for life in the 21st century. Its modular design allows FOSS to be used in a variety of ways in many school settings and to be adapted to almost every science framework, guide, and program. FOSS incorporates hands-on inquiry, interdisciplinary projects, collaborative learning groups, and multisensory observation.

Linda DeLucchi
Lawrence Hall of Science
Center for Multisensory Learning
University of California
Berkeley, CA 94720

High School/High Tech Programs
As an enrichment program for students with disabilities interested in science, math, education, and technology, the High School/High Tech programs offers mentor programs, professional shadowing, workshops in science and math, and work opportunities. This program, available in several states, identifies and motivates talented high school students with disabilities to pursue science and technology careers.

Richard Sheppard
President's Committee for the Employment of People with Disabilities
1331 F Street, NW
Suite 400
Washington, DC 20004

Mathematicians Education Reform Forum
The Mathematicians Education Reform Forum is a National Science Foundation project that brings together college and university mathematicians across the nation to promote educational reform efforts within the mathematics community. The Mathematicians Education Reform Forum conducts national workshops that focus on mathematicians' participation in education reform, publishes materials that address mathematics and education reform issues, provides professional programs for mathematicians, and develops educational initiatives in the mathematics community.

Naomi Fisher, MER Co-Director
Department of Mathematics, Statistics, and Computer Science (M/C 249)
University of Illinois at Chicago
851 S. Morgan Street
Chicago, IL 60607


National Alliance of Business
The National Alliance of Business (The Alliance) is a business-led nonprofit organization that provides business leadership to reform education and enhance job training by shaping public policy; building partnerships among business, education, and community leaders; and increasing public awareness of the need to improve education and job training. The Alliance works to achieve excellence in education by sponsoring programs that ease the transition from school to work and by providing publications that contain information about and models of business involvement in education reform locally and nationally.

1201 New York Avenue, NW, Suite 700
Washington, DC 20005

National Assessment of Educational Progress
Under the mandate of Congress and the direction of the U. S. Department of Education's National Center for Education Statistics, the National Assessment of Educational Progress (NAEP) monitors the educational progress of nationally representative samples of 4th, 8th, and 12th graders and reports group trends over time. NAEP assesses student achievement in reading and mathematics every two years, science and writing every four years, and history and geography at least once every six years; examines in detail the performance of a cross section of students that are assessed in each subject, highlighting home and school factors related to achievement; and reports teachers' descriptions of their backgrounds, teaching experience, and instructional approaches. NAEP's assessments are designed to expand our knowledge of students' problem solving abilities and offer challenging performance tasks for students.

Archie Lapointe, Executive Director
P.O. Box 6710
Princeton, NJ 08541

National Center for Fair & Open Testing (FairTest)
FairTest works to ensure that the evaluation of students and workers is fair, open, accurate, accountable, and educationally sound. To achieve these goals, FairTest serves as a source of information about testing and alternatives for educators, parents, public officials, journalists, and other policy makers; provides information, training, and strategic advice to parents, educators, and civil rights and womens' organizations; and coordinates and catalyzes educators, citizen groups, and parents to effect testing reforms.

Bob Schaeffer, Public Education Director
342 Broadway
Cambridge, MA 02139-1802
FAX: 617/497-2224

National Science Foundation Systemic Initiatives
NSF's Division of Educational System Reform sponsors several programs that encourage coordinated approaches to the standards-based reform of science and mathematics education to ensure a comprehensive impact on curriculum, policy, professional development, assessment, resource allocation, and student performance. Among these programs are the Statewide Systemic Initiatives, Urban Systemic Initiatives, and Rural Systemic Initiatives, which improve coordination within states, cities, rural areas, school systems, and other educational organizations to effect change.

Statewide Systemic Initiatives
The Statewide Systemic Initiatives Program (SSI) encourages improvements in science, mathematics, and engineering education through comprehensive systemic changes to the education systems of the states. The program seeks to strengthen the infrastructure for science and mathematics education by supporting the states on issues such as leadership development, strategic planning, selecting materials, equity, assessment, public awareness, and project evaluation. SSI encourages collaboration between educators at all levels, business and industry, parents, and community members.

Janice Earle, Senior Program Director
Carolyn Mahoney, Program Director
Julia Wan, Program Director
Statewide Systemic Initiatives Program
Office of Systemic Reform
4201 Wilson Boulevard, Suite 875
Arlington, VA 22230
FAX: 703/306-0456
TDD: 703/306-0090

Urban Systemic Initiatives
The Urban Systemic Initiatives Program (USI) in science, mathematics, and technology education fosters experimentation, accelerates the rate of change, and implements system-wide improvement in student learning for grades K-12 in the 25 U.S. cities with the largest number of school-aged children living in poverty. USI's goals are to improve the scientific and mathematical literacy of all students in urban communities; to develop the mathematics and science fundamentals that will enable students to participate fully in a technological society; and to enable a greater number of urban students to pursue careers in mathematics, science, and technology. The program seeks to change the way school systems deliver mathematics, science, and technology education to all students by providing a learning environment that includes continuous assessment, a challenging curriculum with hands-on and inquiry-based learning components, skilled educators, adequate resources, and individualized support opportunities.

Urban Systemic Initiatives Program
Directorate for Education and Human Resources
National Science Foundation
4201 Wilson Blvd., Room 875
Arlington, VA 22230
TDD: 703/306-0090

Rural Systemic Initiatives
The goal of the Rural Systemic Initiatives Program (RSI) is to promote systemic improvements in science, mathematics, and technology education for students in rural, economically disadvantaged regions of the United States. To significantly impact the achievement levels of disadvantaged students, RSI supports consortia that are formed to address curriculum reform, teacher preservice and inservice education, policy restructuring, assessment, implementation of national standards, and the social and economic well-being of the targeted regions. RSI seeks to sustain those improvements by encouraging community development activities in conjunction with instructional and policy reform.

Rural Systemic Initiatives Program
Directorate for Education and Human Resources
National Science Foundation
4201 Wilson Blvd., Room 875
Arlington, VA 22230
TDD: 703/306-0090

Operation SMART
Girls Incorporated developed Operation SMART in 1985 to provide girls with experiences that would encourage them to persist in science and mathematics in school and stay on the track to good jobs and satisfying lives. Girls in Operation SMART make their own plans and decisions about their activities and projects. The program provides a variety of activities that are designed to help girls become confident inquirers and explorers. Many Operation SMART programs are designed to provide girls with the types of hands-on, science-related experiences that are generally reserved for boys-building, dismantling, using tools and computers, and playing games and sports that help teach geometry and spatial relations. Operation SMART distributes materials to assist others in developing similar programs for girls nationwide.

Susan Ellis
Girls Incorporated
National Resource Center
441 West Michigan Avenue
Indianapolis, IN 46202
FAX: 317/634-3024

Professional Development Schools
The Professional Development Schools project is a long-term partnership between universities and schools nationwide to bridge the gap between research and practice in the teaching profession. Faculty of Professional Development Schools work with university faculty to assist educators, administrators, and counselors in creating exemplary schools in which all children achieve educational excellence. The project is committed to improving pre-and in-service educational programs for practicing and future teachers, engaging school staff in studies of teaching and learning, and using the results of those studies to improve education.

Dr. Frank Murray, President
The Holmes Partnership
101 Willard Hall, Education Building
University of Delaware
Newark, DE 19716
FAX: 302/831-3013


Project 30
Project 30 is a collaborative, nationwide effort of 30 representative higher education institutions to redesign the way prospective teachers are educated in the nation's colleges and universities. Project 30's efforts focus on subject matter understanding; general and liberal knowledge; pedagogical content knowledge; multicultural, international, and other human perspectives; and teacher recruitment.

Dr. Frank Murray
101 Willard Hall, Education Building
University of Delaware
Newark, DE 19716
FAX: 302/831-3013


Through Project EXCEL-MAS (Excellence in Community Educational Leadership-Math and Science), the National Council of La Raza (NCLR)  aims to increase and strengthen informal math and science education opportunities for Hispanics and to help students stay in and succeed in school. Project EXCEL-MAS builds on two existing NCLR projects-Academia del Pueblo and Project Success-that emphasize cooperative learning to help at-risk students acquire skills in observing, measuring, collecting data and other mathematical and science skills that they can use in everyday life. Demonstration sites in ten communities work with partner schools to offer after-school enrichment programs for elementary, middle school, and junior high school students and their parents.

Antonia Lopez, Director
Center for Community Education Excellence
National Council of La Raza
1111 19th Street, NW, Suite 1000
Washington, DC 20036
FAX: 202/776-1792

Project MOSAIC
In 1992, the AAAS and the Association of Science Technology Centers launched a three year project called National Resources for Equity in Science: Connecting Museums and Community Groups, also known as Project MOSAIC (Museums Offering Science Assistance in the Community). The project developed plans for three science museums in different regions of the country to appeal to a broader, more diverse audience and to engage the total community in the life of the museum. Project MOSAIC disseminates materials for all museums that are interested in broadening their audience participation.

Yolanda S. George,
Principal Investigator
Judy Kass, Project Director
Elizabeth Spring, Project Assistant
American Association for the Advancement of Science
Directorate for Education and Human Resources Programs
1200 New York Avenue, NW
Washington, DC 20005

Project on Science, Technology and Disability
The AAAS Project on Science, Technology and Disability was founded in 1975 to improve the entry and advancement of people with disabilities in science, math and engineering. Primarily an information center, the Project links people with disabilities, their families, professors, teachers and counselors with scientists, mathematicians and engineers with disabilities who can share their education and career coping strategies in technical fields. The AAAS Resource Directory of Scientists and Engineers with Disabilities, 3rd ed., 1995 lists over 600 individuals who are available to serve as role models and mentors. The Project works with NSTA and other organizations to give technical assistance to classroom teachers and disseminates videos and publications on access to science, education, and career choices.

Virginia Stern, Director
Project on Science, Technology and Disability
American Association for the Advancement of Science
1200 New York Avenue, NW
Washington, DC 20005
202/326-6672 (V/TDD)

Proyecto Futuro (Project Future)
Proyecto Futuro is designed to build excellence in K-8 science and mathematics education for Hispanic students nationwide. The project seeks to change parent and student attitudes about science and mathematics and to promote a learning environment in which children receive positive reinforcement from teachers and parents about how to learn and succeed in science. Proyecto Futuro develops coalitions of local school councils, principals, teachers, and parents; develops materials that are culturally relevant for Hispanic students and that facilitate hands-on inquiry and problem-solving; provides parents with specific strategies for encouraging children in mathematics and science; and provides training, technical support, and resources to implement instructional strategies that incorporate scientific process skills and culturally-related activities.

Edward Gonzalez
Education and Human Resources
1200 New York Avenue, NW
Washington, DC 20005

Quality Education for Minorities (QEM) Network Teacher Education Action Plan
Since 1992, the Quality Education for Minorities (QEM) Network has sponsored four teacher-related initiatives-which are the foundation of the Teacher Education Action Plan-that probe issues of minority student access to challenging mathematics and science courses and to qualified teachers. The Teacher Education Action Plan's goals are to expand the pool of well-qualified minority teachers, especially of mathematics and science; strengthen the teacher education institutions that produce the most minority teachers; provide quality professional development programs for teachers; produce a culturally and ethnically diverse cadre of teachers that represents the community it serves; and coordinate efforts and share resources across institutions.

J. Arthur Jones, Senior Associate
1818 N Street, NW
Suite 350
Washington, DC 20036
FAX: 202/659-9528


Say Yes to a Youngster's Future
Say Yes to a Youngster's Future is a comprehensive, family-centered education program that motivates and trains students of color and girls, their families, and their teachers in mathematics, science, and technology to prepare them for the high technology workplace. Say Yes offers in-school programs, provides family learning centers and activities, and provides role models and mentoring in schools and in the community for pre-K through junior high school students and their families.

The National Urban Coalition
1875 Connecticut Avenue, NW, Suite 400
Washington, DC 20009
FAX: 202/986-1468

School Community Mathematics Project
Faced with the need to effectively reach its diverse student population, the Pittsburgh, California Unified School District is teaching students to become active learners in mathematics. The School Community Mathematics Project provides teachers and parents in the district's elementary schools with the financial resources and materials to explore nontraditional teaching methods and has made mathematics more accessible to students who traditionally don't succeed in mathematics. Schools host informal meetings between staff from the nearby Lawrence Hall of Science, parents, and students. Parents learn about hands-on mathematics activities that can be easily executed at home with common household materials and are encouraged to assist with different mathematics opportunities in the classroom. Teachers receive quality inservice, follow-up throughout the school year, and numerous opportunities for leadership.

Steve Gare, Curriculum Coordinator
Pittsburgh Unified School District
2000 Railroad Avenue
Pittsburgh, CA 94565
FAX: 510/473-4265

Science Access for All Students
The Center for Accessible Technology has established a model for improving instructional delivery in science for students with disabilities. The intention of this model is to prepare science educators and staff developers in California to meet the needs of students with disabilities. The Center will produce a video/workbook kit that will model the process of planning for inclusion and full participation in science.

Lisa Wahl, Executive Director
Center for Accessible Technology
2547 8th Street, 12-A
Berkeley, CA 94710-2572

Science Activities for the Visually Impaired/Science Activities for Learners with Physical Handicaps (SAVI/SELPH)
The SAVI/SELPH program was originally developed to meet the science learning needs of students with disabilities, but has recently been successfully applied in all types of upper-elementary school classrooms. The program materials include print and video activities and optional student science kits.

Linda DeLucchi
Lawrence Hall of Science
Center for Multisensory Learning
University of California
Berkeley, CA 94720

Science Association for Persons with Disabilities (SAPD)
This organization promotes and advances the teaching of science, and the development of curricular and instructional materials for students with disabilities at all levels. SAPD is supported by membership dues and is associated as a sub-group with the National Science Teachers Association.

Ben Van Wagner, President
Fresno-Pacific College
1717 South Chestnut Ave
Fresno, CA 93702
FAX: 209/453-2007

Teachers Involve Parents in Schoolwork (TIPS)
Teachers helped design, implement, and test this program for interactive homework, called Teachers Involve Parents in Schoolwork (TIPS). With TIPS, any teacher can help their students' families stay informed and involved in their children's learning activities. TIPS programs encourage students to share what they are learning about a specific mathematical skill and obtain reactions from parents before completing regular mathematics homework. The programs also provide a format for students to conduct and discuss with their parents a hands-on lab or data collection activity related to the science topics they study in class. TIPS enables all families to become involved-not just those who already know how to discuss mathematics, science, or other subjects. All activities require students to talk to someone at home about what they are learning in class, and TIPS asks families to comment on their children's work. Thus, homework becomes a three-way partnership involving students, families, and teachers.

Joyce Epstein, Co-Director
Center on Families, Communities, Schools, and Children's Learning
Johns Hopkins University
3505 N. Charles Street
Baltimore, MD 21218

The Association of Science-Technology Centers launched this national youth program in 1991 to generate excitement about science learning in populations that are traditionally underrepresented in science and museum programs. Children aged 13 to 17 work in one of more than 40 museums or science centers-often for more than one year-as interns and interpreters. For younger children, more than 80 YouthALIVE! programs at museums and science centers provide hands-on science learning through workshops, classes, clubs, research projects, and camps. Through these programs, students increase their aptitude for and interest in science by encountering scientific phenomena and ideas in personally meaningful ways.

Tanya Tucker
Association of Science-Technology Centers, Inc.
1025 Vermont Avenue, NW, Suite 500
Washington, DC 20005-3516
FAX: 202/783-7207



American Association of Physics Teachers
Bernard V. Khoury, Executive Officer
One Physics Ellipse
College Park, MD 20740-3845

American Chemical Society
Sylvia A. Ware, Division Director, Education
1155 16th Street, NW
Washington, DC 20036-4800
202/872-4388; FAX: 202/872-8068

NativeNet (formerly American Indian Science and Engineering Society)
Norbert Hill, Executive Director
5661 Airport Blvd.
Boulder, CO 80301-2339
303/939-0023, FAX: 303/939-8150

International Technology Education Association
Kendall Starkweather, Executive Director
1914 Association Drive
Reston, VA 22091-1502
703/860-2100, FAX: 703/860-0353

National Association of Biology Teachers
Kathleen Frame
11250 Roger Bacon Drive, No. 19
Reston, VA 22090-5202
703/471-1134, FAX: 703/435-5582

National Association of Geology Teachers
Robert Christman, Executive Director
Department of Geology
Western Washington University
Bellingham, WA 98225
206/650-3587, FAX: 206/650-7295

National Association for Research in Science Teaching
Dr. Arthur L. White
Ohio State University
1929 Kenny Road, Suite 200E
Columbus, OH 43210
(614) 292-3339, FAX: (614) 292-1595

National Council of Teachers of Mathematics
Linda Rosen, Executive Director
1906 Association Drive
Reston, VA 22091
703/620-9840, FAX: 703/476-2970

National Earth Science Teachers Association
Frank Watt Ireton, Executive Advisor
American Geophysical Union
2000 Florida Avenue, NW
Washington, DC 20009-1277
202/462-6900 ext. 243, FAX: 202/328-0566

National Science Teachers Association
Gerry Wheeler, Executive Director
1840 Wilson Blvd.
Arlington, VA 22201-3000
703/243-7100, FAX: 703/243-7177


American Education Research Association
William J. Russell, Executive Officer
1230 17th Street, NW
Washington, DC 20036
202/223-9485, FAX: 202/775-1824

Consortium for Policy Research in Education
Peg Goertz, Co-Director
3340 Market Street, Suite 560
Philadelphia, PA 19104-3325
215/573-0700 ext. 228, FAX: 215/573-7914

Council of Chief State School Officers
Gordon Ambach, Executive Director
1 Massachusetts Ave., NW, No. 700
Washington, DC 20001-1431
202/408-5505, FAX: 202/408-8072

Education Commission of the States
Frank Newman, President
707 17th Street, No. 2700
Denver, CO 80202-3427
303/299-3600, FAX: 303/296-8332

Mathematical Sciences Education Board
Joan Ferrini-Mundy, Executive Director
2101 Constitution Avenue, NW
Harris 476
Washington, DC 20418-0007
202/334-1273, FAX: 202/334-1453

National Academy of Sciences
National Research Council Center for Science, Mathematics, and Engineering Education
Rodger Bybee, Executive Director
2101 Constitution Avenue, NW
Washington, DC 20418
202/334-2353, FAX: 202/334-2210

National Board for Professional Teaching Standards
James A. Kelly, President
300 River Place, No. 3600
Detroit, MI 48207
810/351-4444, FAX: 810/351-4170

National Center for Improving Science Education
Senta Raizen, Associate Director
2000 L Street, NW, Suite 603
Washington, DC 20036
202/467-0652, FAX: 202/467-0659

National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
UCLA Graduate School of Education
405 Hilgard Avenue
145 Moore Hall
Los Angeles, CA 90024-1522
310/206-1532, FAX: 310/825-3883

Office of Science and Technology Policy, National Science and Technology Council
Angela Phillips Diaz, Executive Secretary
Old Executive Office Building
17th and Pennsylvania Avenue, NW
Washington, DC 20500
202/456-6100, FAX: 202/456-6026

National Institutes of Child Health and Human Development
Clarissa Wittenberg, Chief
31 Center Drive, Room 2A32
Bethesda, MD 20892-2425
301/496-5133, FAX: 301/496-7101

School Mathematics and Science Achievement Center
Thomas A. Romberg, Director
University of Wisconsin
1025 West Johnson Street
Madison, WI 53706
608/263-4285, FAX: 608-263-3406


American Federation of Teachers
Alice Gill, Assistant Director
555 New Jersey Ave., NW
Washington, DC 20001
202/879-4000, FAX: 202-879-4545

Council for Exceptional Children
Nancy Safer, Executive Director
Information Services
1920 Association Drive
Reston, VA 22091-1589

National Council for Measurement in Education
Don Cameron, Executive Director
1230 17th Street, NW
Washington, DC 20036
202/223-9318, FAX: 202/775-1824

National Education Association
1201 16th Street, NW
Washington, DC 20036

National Association of Elementary School Principals
1615 Duke Street
Alexandria, VA 22314-3483
703/684-3345, 800/386-2377

National Association of Secondary School Principals
1904 Association Drive
Reston, VA 22091
703/860-0200, FAX: 703/476-5432

National PTA
National Headquarters
330 North Wabash Ave., Suite 2100
Chicago, IL 60611-3690
312/670-6782, FAX: 312/670-6783


Activities Integrating Math and Science (AIMS) Education Foundation
1595 S. Chestnut Avenue
Fresno, CA 93702
209/255-4094, FAX: 209/255-6396

Biological Sciences Curriculum Study
Pikes Peak Research Park
5415 Mark Dabling Blvd.
Colorado Springs, CO 80918
719/531-5550, FAX: 719/531-9104

Educational Development Center, Inc.
Judith Opert Sandler,
Managing Project Director
EDC Publishing Center
55 Chapel Street
Newton, MA 02158
800/225-4276, FAX: 617/965-6325

Lawrence Hall of Science
Ian Carmichael, Director
University of California
Centennial Drive
Berkeley, CA 94720
510/642-5132, FAX: 510/642-1055

Technical Education Research Centers (TERC)
Barbara Sampson,
Chief Executive Officer
2067 Massachusetts Avenue
Cambridge, MA 02140


American Association of University Women
Carole Rogin, Interim Executive Director
1111 16th Street, NW
Washington, DC 20036
202/785-7700, FAX: 202/872-1425

Council for Aid to Education
342 Madison Avenue, Suite 1532
New York, NY 10173
212/661-5800, FAX: 212/661-9766

Derek Bok Center For Teaching and Learning
Harvard University
Science Center 318
J. Wilkinson, Director
1 Oxford Street
Cambridge, MA 02138
617/495-4869, FAX: 617/495-3739

Eisenhower National Clearinghouse for Math and Science Education
Len Simutis, Director
1929 Kenny Road
Columbus, OH 43210-1079
614/292-7784, FAX: 614/292-2066

Junior Engineering Technical Society
Dan Kunz, Executive Director
1420 King Street
Alexandria, VA 22314-2570
703/548-5387, FAX: 703/548-0769

NASA Central Operations of Resources for Educators (CORE)
Tina Salyer
Lorain County Joint Vocational School
15181 Route 58 South
Oberlin, OH 44074
216/774-1051, FAX: 216/774-2144

NASA Educational Workshops for Math and Science Teachers/NASA Educational Workshops for Elementary School Teachers
Wendell Mohling, Program Director
National Science Teachers Association
1840 Wilson Blvd.
Arlington, VA 22201-3000
703/312-9226, FAX: 703/243-7177

National Action Council for Minorities in Engineering
Lea K. Williams, Executive Vice President
3 West 35th Street
New York, NY 10001-2281
212/279-2626, FAX: 212/629-5178

National Council for the Accreditation of Teacher Education
Arthur Wise, President
2029 K Street, NW, Suite 500
Washington, DC 20006
202/466-7496, FAX: 202/296-6620

National Energy Information Center
Paula Altman, Energy Information Specialist
Energy Information Administration
Room 1F-048
1000 Independence Avenue, SW
Washington, DC 20585
202/586-8800, FAX: 202/586-0727

National Science Resources Center
Douglas M. Lapp, Executive Director
Smithsonian Institution
MRC 50-2
Washington, DC 20560
202/357-2555, FAX: 202/786-2028

Triangle Coalition for Science and Technology Education
John M. Fowler, Executive Director
5112 Berwyn Road
College Park, MD 20740
301/220-0870, FAX: 301/474-4381

U.S. Department of Education
Luna Levinson, Education Program Specialist
Office of Educational Research
and Improvement
555 New Jersey Avenue, NW
Washington, DC 20208-5572
202/219-2164, FAX: 202/219-2109

U.S. Department of Education
Office of Bilingual Education and
Minority Languages Affairs
Delia Pompa, Director
600 Independence Avenue, NW
Washington, DC 20202-6510

U.S. Department of Education
National Center for Education Statistics
Emerson J. Elliot, Commissioner of Education Statistics
555 New Jersey Avenue, NW
Washington, DC 20208
202/219-1828, FAX: 202/219-1736


UCLA Science Project
Janet Thornber, Director
1041 Moore Hall
Box 951521
Los Angeles, CA 90095

Thomas Jefferson High School for Science and Technology
Geoffrey A. Jones, Principal
6560 Braddock Road
Alexandria, VA 22312
703/750-8300, FAX: 703/750-5010

Middle College High School
Cecilia Cullen, Principal
3110 Thompson Ave.
Long Island City, NY 11101


Committee on Chemists with Disabilities
American Chemical Society
1155 16th Street, NW
Washington, DC 20036
800/227-5558, 202/872-4438 (V/TDD)

Foundation for Science and Disability
E.C. Keller, Jr., President
236 Grand Street
Morgantown, WV 26505-67509

For Information on The Americans with Disabilities Act (ADA):

Americans with Disabilities Act
Equal Employment Opportunity Commission
1801 L Street, NW
Washington, DC 20507
800/669-EEOC (V)
800/800-6860 (TDD)

For Information on Assistive Technologies:

Center for Special Education Technology
The Council for Exceptional Children
1920 Association Drive
Reston, VA 22091-1589

For Information on Specific Disabilities and Advocacy Training:

National Center for Learning Disabilities (NCLD)
381 Park Avenue South
Suite 1420
New York, NY 10016
202/789-1505(in Washington, DC)

National Federation of the Blind
1800 Johnson Street
Baltimore, MD 21230

American Foundation for the Blind
11 Penn Plaza, Suite 300
New York, NY 10001
800/232-5463, 212/502/7600

Alexander Graham Bell Association for the Deaf
3417 Volta Place, NW
Washington, DC 20007
202/337-5220 (V/TDD)

National Technical Institute for the Deaf
Rochester Institute of Technology
52 Lomb Memorial Drive
P.O. Box 9887
Rochester, NY 14623-0887
716/475-6200 (V/TDD)

National Spinal Cord Injury Hotline
c¼o Montebello Rehabilitation Hospital
2201 Argonne Drive
Baltimore, MD 21218

United Cerebral Palsy Associations
1660 L Street, NW
Suite 700
Washington, DC 20036-5602


American Association for the Advancement of Science Home Page

Educational Resources Information Center (ERIC) Home Page

Eisenhower National Clearinghouse for Mathematics and Science Education Home Page

NASA Education Home Page

North Central Regional Educational Laboratory
Pathways to School Improvement-Assessment

Technology Education Resources

The Regional Alliance for Mathematics and Science Education Reform Hub



IDEAAAS Sourcebook for Science, Mathematics, and Technology Education
Barbara Walthall, Editor
1200 New York Avenue, NW
Washington, DC 20005

To Order:
The Learning Team
Suite 256, 10 Long Pond Road
Armonk, NY 10504
800/793-TEAM, FAX: 914/273-2227


Blueprints Online
Project 2061
American Association for the Advancement of Science
Washington, DC

Copyright © 1998 by American Association for the Advancement of Science